Manor Park Primary Academy


Name Manor Park Primary Academy
Website http://www.manorpark.sutton.sch.uk
Ofsted Inspection Rating Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 14 May 2015
Address Greyhound Road, Sutton, Surrey, SM1 4AW
Phone Number 02086420144
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 645 (52% boys 48% girls)
Number of Pupils per Teacher 22.8
Academy Sponsor Leo Academy Trust
Local Authority Sutton
Percentage Free School Meals 14.3%
Percentage English is Not First Language 56.7%
Persisitent Absence 4.6%
Pupils with SEN Support 17.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Manor Park Primary School is twice the size of the average-sized primary school. A very high number of pupils enter the school at times other than Reception. The proportion of pupils known to be eligible for support through pupil premium funding is much higher than the national average. Pupil premium money is additional funding provided by the government for disadvantaged pupils. There are 15 different ethnic backgrounds represented amongst the pupils. The largest three groups are White British, Any Other Mixed and Any Other White heritage. The proportion of pupils who speak English as an additional language is higher than the national average. Thirty four languages are spoken in the school. The proportion of disabled pupils and those with special educational needs on the school roll is lower than the national average. The early years provision consists of a part-time Nursery and two full-time Reception classes. The headteacher, at the request of the local authority, has supported another school to improve the standards. In 2014, the school met the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is an outstanding school. Outstanding leadership by the headteacher and other leaders ensures that pupils make exceptional progress. Leaders work hard to maintain the continued success of the school. Dedicated middle leaders fulfil their roles particularly well. There are excellent relationships between staff. Governors are highly effective. They are very knowledgeable about the school and hold leaders fully to account. They aim to provide the best educational experience for all pupils. Leaders regularly check the quality of teaching to ensure that it is of an outstanding quality. Teachers have particularly high expectations of pupils. Lessons capture pupils’ imagination. Pupils’ behaviour is outstanding. In lessons, pupils are exceptionally keen to learn. They are caring towards each other and treat each other with respect. There is excellent provision for pupils’ spiritual, moral, social and cultural development. Pupils have numerous opportunities to develop their sporting, artistic and musical talents. The school is very effective in keeping pupils safe and secure. Parents are delighted with the school. They appreciate the help and support that their children receive. Pupils’ attainment is consistently high. By the end of Year 6, they typically attain significantly above the national average in reading, writing and mathematics. The proportion of most-able pupils who reach the higher levels of attainment by the end of Year 2 and Year 6 is well above the national average. All groups of pupils make rapid progress from their starting points, including those who speak English as an additional language, those who are disadvantaged and those with special educational needs. Those pupils who join the school at times other than the beginning of Reception are given well- targeted support that enables them to catch up quickly. The early years provision is good. It provides effective support to enable children in both the Nursery and Reception classes to make good progress. Children are well prepared to continue their learning in Year 1.